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A comparative analysis of national media responses to the OECD Survey of Adult Skills: policy making from the global to the local

Research output: Contribution to Journal/MagazineJournal articlepeer-review

E-pub ahead of print
<mark>Journal publication date</mark>23/03/2016
<mark>Journal</mark>Compare: A Journal of Comparative and International Education
Number of pages15
Publication StatusE-pub ahead of print
Early online date23/03/16
<mark>Original language</mark>English
EventInternational seminar: The Politics of Reception of International Assessments - Lancaster University , Lancaster, United Kingdom
Duration: 20/04/201621/04/2016
Conference number: ESRC 5


SeminarInternational seminar: The Politics of Reception of International Assessments
Abbreviated titleThe Politics of Reception
Country/TerritoryUnited Kingdom
Internet address


OECD’s Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. PIAAC’s first round of the Survey of Adult Skills compared performance in Literacy, Numeracy and Problem Solving in Technology-Rich Environments across 24 countries. However, the translation of any OECD agenda into national policies is mediated by many actors including the media. This paper examines and compares how national media of Japan, England and France reported on the PIAAC results of their countries, and the extent to which these reports mirror key messages from the OECD’s Country Notes. It begins to trace how the OECD PIAAC agendas materialise into national policies. Although their role in this initial period was limited, we argue the roles of the media together with other policy actors must be monitored as they interact to shape possibilities for sustainable adult education policies.

Keywords: lifelong learning; education policy; adult literacy; adult numeracy; comparative media analysis; OECD; Survey of Adult Skills; PIAAC